Mobile student to mobile worker: the role of universities in the ‘war for talent’

Li, Zhen; Lowe, Julian

doi:10.1080/01425692.2015.1095636

Cited by 36 publications

(21 citation statements)

References 41 publications

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“…The 'de-academisation' of the year abroad can be understood as a side-effect of cost-cutting measures in the context of massification. It is also consistent with broader shifts in the missions of universities, as higher education policy is increasingly driven by the demands of employers for a flexible, mobile workforce (Brown & Tannock 2009, Li & Lowe 2015. The Irish case is not unique, as universities in other countries are similarly pressured to increase outgoing numbers in order to comply with the missions assigned to them in the 'knowledge economy' (Ball 2012;Robertson 2010).…”

Section: Resultsmentioning

confidence: 70%

“…International rankings have also profoundly affected the way universities organise their priorities, steering them further towards competitive behaviours (Lynch 2015). In addition, the mission of higher education is increasingly harnessed to economic goals and dictated by the needs of globalised capitalism (Brown & Tannock 2009;Li & Lowe 2015). This shift is discernible in the language of the EU around student mobility, as this example taken from documentation relative to the Erasmus programme illustrates:…”

Section: Background: the Commercial And 'Professional' Turn In Highermentioning

confidence: 99%

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‘It doesn’t really matter which university you attend or which subject you study while abroad.’ the massification of student mobility programmes and its implications for equality in higher education

Courtois

2017

European Journal of Higher Education

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It doesn't really matter which university you attend or which subject you study while abroad." The Massification of Student Mobility Programmes and its Implications for Equality in Irish Higher Education.Based on documentary analysis and interviews, the article examines the current practices of Irish universities in their efforts to increase their students' participation in international exchange programmes. It argues that increased participation, while a positive outcome, obscures a growing differentiation in the types of exchange programmes and destinations. This emerging stratification leads to differentiated experiences and outcomes, which may amplify other forms of stratification pervading the higher education sector. In particular, we look at the emergence of different models of exchange, that have moved away from an academic focus towards a more easily manageable model better suited to the massification underway. We suggest that Irish higher education institutions contribute to making credit mobility a space, where students can deploy socially unequal strategies and where the more vulnerable remain either excluded, or limited to 'second best' programmes, devalued academically or where pedagogic opportunities are lost. This is one of the manifestations of the production of internationalisation under the pressures of cost-saving, corporatisation and the employability discourse.

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Section: Resultsmentioning

confidence: 70%

Section: Background: the Commercial And 'Professional' Turn In Highermentioning

confidence: 99%

‘It doesn’t really matter which university you attend or which subject you study while abroad.’ the massification of student mobility programmes and its implications for equality in higher education

Courtois

2017

European Journal of Higher Education

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“…Although the results show that country of origin and university of study both have substantive impacts on graduate mobility, it remains mostly unclear what contextual factors could influence graduates' residential and occupational choices and how. We suggest that the analyses of student migration need to be extended beyond the spatialities of migration and focus more on the spatialities of knowledge (Raghuram, 2013), the aspirations for mobility (Tran, 2015) and the interactions between structures and graduate agency (Li & Lowe, 2016). Future research that adopts biographical and qualitative approaches is much needed in improving existent understanding on employment decision‐making of international graduates as well as their active engagements with the dynamic contextual forces.…”

Section: Discussionmentioning

confidence: 99%

“…However, Raghuram (2013) argues that because of the specificity of student migrants when compared with other categories of migrants, there is a compelling need to improve the theorisation of ISM. In their theoretical research on the study‐to‐work transitions of international students, Li and Lowe (2016) suggest that the mapping and controlling of the student migration flows are necessary for the theorisation of the flows. More specifically, mapping the flows means to have adequate data on student cross‐border movements, whereas controlling the flows refers to using statistical models to investigate what factors could influence the migration patterns of international graduates.…”

Section: Introductionmentioning

confidence: 99%

International postgraduate students' labour mobility in the United Kingdom: A cross‐classified multilevel analysis

Zhan

Downey

Dyke

2020

Population Space and Place

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This article models the migration flows of international students who have graduated from master's and doctoral programmes in UK universities. Previously, access to sufficient data from the Destination of Leavers from Higher Education (DLHE) data set on the destinations of higher education (HE) international students has been difficult, despite the fact that international student numbers have grown substantially. Two 1‐year extracts from the DLHE data set were analysed (2013/2014 and 2014/2015) using cross‐classified multilevel modelling in order to estimate influences on ‘stay rate’: the likelihood of highly skilled graduates remaining in the United Kingdom for work after graduation. The home domicile and the UK higher education institution (HEI) attended for study were modelled as random effects that allowed the variance in stay rate to be partitioned between the student, higher levels of domicile and HEI attended. Variance at the domicile level was estimated to be 1.67 times greater than variance at HEI level, indicating that home country is a better predictor of stay rates than the HEI attended. The cross‐classified model was a better fit to data than simpler, two‐level hierarchical models (students nested in domicile or students nested in HEI attended). A number of student, domicile‐ and HEI‐level factors were added to the models. At HEI level, attending a Russell Group university and university location outside London were factors that led to significantly lower likelihood of graduates staying in the United Kingdom for work. At the domicile level, none of four factors (GDP, unemployment rates, English language and commonwealth affiliation) were significant in predicting stay rates.

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“…Developing countries view increasing higher education participation as crucial to their transition to developed country standing and to providing opportunities for their citizens in the knowledge economy (Hall, 2013). The argument that higher education is a major driver of economic competitiveness in an increasingly global knowledge economy is now widely accepted, but does it contribute to the public good (Li & Lowe, 2016;Tekleselassie, Roberts & Richardson, 2014)?…”

Section: Is Higher Education a Public Good?mentioning

confidence: 99%

The Development of Global Higher Education in a World of Transformation

Mense¹,

Lemoine²,

Garretson³

et al. 2018

JED

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Globalization has forced higher education into a new world, a world of change, instability and ambiguity, shaped by an increasingly integrated world economy, technology, an international knowledge network, and other forces beyond the control of higher education institutions. Futurists predict that the education systems of tomorrow will be drastically different from those of today. They forecast innovative approaches to teaching and learning will proliferate and will be used more effectively because of technology and telecommunications. Traditional universities historically have been producers of knowledge in the form of human capital, research, and scholarship and are now challenged to tap into the expanding need for lifelong learning. The need and desire for higher education are growing, but higher education is challenged to make significant changes driven by globalization and technology.

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Mobile student to mobile worker: the role of universities in the ‘war for talent’

Cited by 36 publications

References 41 publications

‘It doesn’t really matter which university you attend or which subject you study while abroad.’ the massification of student mobility programmes and its implications for equality in higher education

‘It doesn’t really matter which university you attend or which subject you study while abroad.’ the massification of student mobility programmes and its implications for equality in higher education

International postgraduate students' labour mobility in the United Kingdom: A cross‐classified multilevel analysis

The Development of Global Higher Education in a World of Transformation

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